Intercultural Communicative Competence in the Algerian Middle School: An Investigation of its Teaching in Spotlight on English Book Two
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Date
2015
Authors
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Journal ISSN
Volume Title
Publisher
Mouloud Mammeri University of Tizi-Ouzou
Abstract
The present investigation is concerned with the analysis of the EFL textbook namely
Spotlight on English Book 2 in the Algerian Middle School. The study has set two main
objectives that will be reached. The first aim is to seek whether the textbook approaches the
theoretical framework of Byram’s model of ICC which is built upon four dimensions that are
Knowledge, Attitudes, Skills, and Critical Cultural Awareness. As for the second objective, it
is to demonstrate through teachers’ answers the extent to which the textbook is effective in the
acquisition of the intercultural communicative skills. To reach the objective above, we have
conducted an examination of the contents of the textbook in relation to the theoretical
framework of Byram’s model of (ICC). For the sake of collecting more information about the
efficiency of the textbook’ contents in teaching and acquiring (ICC), we have designed a
questionnaire as a research technique. The latter is administered to 30 Middle School
teachers and it is used to reinforce the findings of our analysis to draw coherent conclusions.
The findings of both the textbook and the questionnaire are obtained using the mixed
methods. The qualitative research is used within the textbook analysis and within the
interpretation of the questionnaire’s results, as for the quantitative method, it is used to
describe the statistical findings of the research instrument. Our research findings reveal that
the four dimensions of Byram’s model of (ICC) are included in the textbook. These
components are presented through different forms; texts, tasks, pictures, maps, role plays,
and projects. However, the presence of these components differs from one dimension to
another. That is, the textbook has provided the learners with more opportunities where they
can develop their knowledge and raise their positive attitudes of openness and curiosity
towards other cultures than the ones provided to develop their skills and critical cultural
awareness. Indeed, the teachers’ answers to the questionnaire have supported this point. In
addition to this, their answers show that the limited and the insufficient information about the
topics of the textbook as well as the tasks that deal with the intercultural dimension should be
varied and enriched to develop the learners’ intercultural communicative abilities.
Description
100p.:ill;30cm.(+cd)
Keywords
Byram’s model of (ICC), Knowledge, Attitudes, Skills, Critical Cultural Awareness.
Citation
Language and Communication